Q3 9th Grade ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Overview

Module 4:

Understanding and Evaluating Argument: Analyzing Text to Write Arguments

 

In this module, students read, analyze, and evaluate informational and argument writing and build, through focused instruction, the skills required to craft strong and well-supported argument writing of their own. Through the study of a variety of texts, students learn to think of the products they use and consume everyday as part of a complex web of global production and trade that extends not only to distant lands but to the past as well.

 

Central Module Text: Aronson, Marc and Marina Budhos. Sugar Changed the World: A Story of Magic, Spice, Slavery, Freedom and Science

 

Supplementary Module Texts:

  • “Where Sweatshops Are a Dream.” The New York Times, 14 Jan. 2009.
  • McMullen, Anna. “Bangladesh Factory Collapse: Who Really Pays for Our Cheap Clothes?”
  • Odell, Amy. “How Your Addiction to Fast Fashion Kills.”
  • “Globalization: The Growing Integration of Economies and Societies around the World.”

 

Module Performance Assessment Texts:

  • Almendral, Aurora. “Immigrant Farm Workers, the Hidden Part of New York's Local Food Movement.”
  • “Why Buy Locally Grown"
  • “Buying Local: Do Food Miles Matter?”
  • Miller, Lisa. “What Food Says About Class in America.”
  • Pollan, Michael. “Why Eat Local?” Nourishlife.org, 20 Oct. 2010

 

All Supplemental Texts can be found here.

  • Week 1: February 6

    Module

    4

    Unit

    1

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    RI.9-10.2

    W.9-10.9.b

    RI.9-10.7

    RI.9-10.3

    L.9-10.4.a

    Notes:

    Note: In all lessons, consider giving homework quizzes when activity 2 calls for discussion of reading questions.

     

    Lesson 1:

    Omit Activity 2 if the reading was not assigned as homework at the end of Module 9.3.3 or replace as a Do Now/Hook activity.  After the masterful read, a jigsaw could be used to make sure students have time to go back into a portion of the text and answer text dependent questions before whole group discussion. Be sure to explain the Mapping Sugar tool.

     

    Lesson 2:

    Paired reading. A word wall or student vocabulary journal is needed to to help students access the high level vocabulary in the text. It may be helpful to create a "mapping sugar space" on your wall to keep track of the movement of sugar throughout the text. Using Google Maps is also an option. Point out the notes and sources section of the text today. Activity 5 introduces the image analysis tool which is essential later in the module.

     

    Lesson 3:

    Put students in pairs or groups for Activity 4 Introduce Unfolding Analysis tool and model for students how to complete it. Homework is assigned in this lesson.

     

    Lesson 4:

    Students brainstorm possible examples of ethical problems in the garment manufacturing industry. This supplementary article does not deal explicitly with labor exploitation or ethical manufacturing, this is an important concept for students to have access to early in this module, as it will inform their understanding later in the module.

     

  • Week 2: February 13

    Module

    4

    Unit

    1

    Lesson

    5

    6

    7

    8

    Standards Addressed in Week's Lessons

    RI. 9-10.7

    L.9-10.4.b, c

    L.9-10.6

    RI.9-10.3

    RI.9-10.5

    RI.9-10.4

    SL.9-10.1

    RI.9-10.2

    Notes:

    Lesson 5:

    For activity 4, model the first row of the tool for students. Steps to be modeled are in bold on the Model Sugar Production Tool. Consider assigning this tool for homework or as an extension to this lesson.

     

    Lesson 6:

    Do a masterful reading of the text so students can focus on answering questions that go deep into the text. For activity 4, consider assigning specific questions to students to save time. For activity 5, depending on time, consider stopping this activity after two or three rotations.

     

    Lesson 7:

    Model how to use the Image Analysis Tool. Place images around the room for a gallery walk. Give students a specific time limit to analyze each image.

     

    Lesson 8:

    Use close reading strategy for this text excerpt. Consider assigning specific questions to student groups to save time.

     

  • Week 3: February 20

    Module

    4

    Unit

    1

    Lesson

    9

    10

    11

    Standards Addressed in Week's Lessons

    RI.9-10.5

    RI.9-10.6

    RI.9-10.8

    RI.9–10.3

    L.9–10.4.a

    Notes:

    Lesson 9:

    Be sure to define rhetoric for students. Create anchor chart with rhetorical device definitions. Read the supplemental text to students so students can focus on the use of rhetoric as they follow along. Use small groups for activity 4 and assign specific questions.

     

    Lesson 10:

    Use same groups as before to finish the supplemental text. Use turn and talk for activity 4 before class discussion. Students will need their completed tools for reference in Lesson 24.

     

    Lesson 11:

    For activity 3, use small groups and assign groups specific questions to save time. For activity 4, have students work in pairs. Model how to fill out the tool.

     

  • Week 4: February 27

    Module

    4

    Unit

    1

    Lesson

    12

    13

    14

    15

    Standards Addressed in Week's Lessons

    RI.9-10.6

    W.9-10.1.a

    RI.9-10.8

    W.9-10.1.a,b

    RI.9-10.3

    RI.9-10.4

    L.9-10.5

    Notes:

    Lesson 12:

    Masterful read of supplemental text. For activity 4, place students in pairs or groups. Create an anchor chart with definitions for argument, central claim, supporting claim, evidence, and reasoning.

     

    Lesson 13:

    Create an anchor chart that defines counterclaim and limitations. Use same groups as lesson 12. Read targeted section of text aloud before answering questions. For activity 4, place students in pairs. Consider providing students with the Forming Evidence-Based Claims Tool to structure homework assignment.

     

    Lesson 14:

    Mid-Unit Assessment

     

    Lesson 15:

    Define paradox for students. For activity 3, place students in pairs or small groups. For activity 4, model how to use Unfolding Analysis Tool.

  • Week 5: March 6

    Module

    4

    Unit

    1

    Lesson

    16

    17

    18

    19

    Standards Addressed in Week's Lessons

    RI.9-10.2

    L.9-10.4.a

    RI.9-10.3

    SL.9-10.1

    L.9-10.4.a

    RI.9-10.6

    L.9-10.5

    RI.9-10.8

    L.9-10.4.a

    Notes:

    Lesson 16:

    For activity 3, place students in small groups to conduct the close read. Jigsaw questions for the whole group share out.

     

    Lesson 17:

    For activity 3, conduct a paired student reading or masterful reading of text. For activity 4, begin collaborative discussion activity by modeling 2-3 events as a class.

     

    Lesson 18:

    Have figurative language anchor chart on wall. For activity 3, conduct a masterful read or small group reading of the supplemental text. For activity 4, conduct a small group discussion or turn and talk. Consider reading each chunk of text aloud before discussion questions.

     

    Lesson 19:

    For activity 2, focus on claim and counterclaim of the supplemental text. For activity 3, model how students should complete the Evaluating Argument and Evidence tool. For activity 4, place students in small groups. Allow time for students to complete the Evidence Tool as this will be needed in lesson 24.

  • Week 6: March 13

    Module

    4

    Unit

    1

    Lesson

    20

    21

    22

    23

    Notes:

    Lesson 20:

    For activity 3, for the small group activity, assign each group 2-3 figures to research in the text. For activity 4, conduct a whole group discussion of small groups' findings.

     

    Lesson 21:

    Omit Activity 2 if no independent reading. For activity 3, place students in small groups or in student partners. Consider reading each chunk of text aloud before discussion questions.

     

    Lesson 22:

    For activity 2, conduct a turn and talk for the questions or give a homework quiz. For activity 3, conduct a masterful read of selected text before students work on discussion questions. For activity 4, model the Unfolding Analysis Tool before releasing students to work. Students can complete the Tool in groups for support.

     

    Lesson 23:

    For activity 3, students read independently first and then form pairs to reread and answer questions. For activity 4, it may be helpful to provide students with more structure to guide their reflections on their cumulative understandings of Sugar Changed the World. Consider directing students to the table of contents to review the organizational choices the authors made in structuring the text, and the larger topics on which the authors chose to focus.

    Standards Addressed in Week's Lessons

    RI.9-10.2

    SL.9-10.1.c,d

    L.9-10.4.a, b

    RI.9-10.5

    RI.9-10.6

  • Week 7: March 20

    Module

    4

    Unit

    1

    Lesson

    24

    25

    26

    Notes:

    Lesson 24:

    For activity 1, it may be helpful to allow time for students to discuss the prompt or share their initial reactions and questions in pairs. Model how the Argument Outline tool should be completed. Consider having students brainstorm examples for the central claim, supporting claims, and possible counterclaims rather than providing the above examples.

     

    Lesson 25:

    Use Google Drive/Docs for the writing process if necessary. Consider displaying the model response to the End-of-Unit Assessment so that students can read the model body paragraphs. The model response is located in Lesson 29. The goal of this essay is for students to create their own argument, not to repeat ones identified in the text.

     

    Lesson 26:

    Peer review and teacher conferences. Highlight activity 3 so students understand objective and formal tone. Show examples from supplemental texts if students struggle to understand.

    Standards Addressed in Week's Lessons

    W.9-10.1.a,b

    W.9-10.4

    W.9-10.5

    W.9-10.9

     W.9-10.1.a, b

    W.9-10.1.c

  • Week 8: March 27

    Module

    4

    Unit

    1

    Lesson

    27

    28

    29

    Notes:

    Lesson 27:

    See Model Argument Outline Tool for sample student conclusion. Consider reviewing the difference between “repeating” and restating” with students.

     

    Lesson 28:

    Peer review and complete teacher conferences.

     

    Lesson 29:

    Students edit, polish, and rewrite as necessary. After students complete and turn in essays. distribute the End of Unit Assessment and begin to go over for the following week.

    Standards Addressed in Week's Lessons

    W.9-10.1.e

    W.9-10.1.c

    W.9-10.4

    W.9-10.5

    L.9-10.1.a-b

    SL.9-10.1

    L.9-10.2.a-c

  • Week 9: April 3

    Lesson

    End of Unit Performance Task

    Standards Addressed in Week's Lessons

    W.9-10.1.e

    W.9-10.1.c

    W.9-10.4

    W.9-10.5

    L.9-10.1.a-b

    SL.9-10.1

    L.9-10.2.a-c

    Notes:

    This week is reserved for the End of Unit Performance Task. Download the full module and refer to pages 15-17 for description. The End of Unit Performance Task asks students to transfer all the skills they have learned throughout the unit and use them in this final assessment.